Understanding e-learning adoption in Brazil: Major determinants and gender effects

The objective of this study is to examine factors influencing e-learning adoption and the moderating role of gender. This study extends the technology acceptance model (TAM) by adding attitude and social interaction. The new construct of social interaction is applied to the South American context....

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Autores principales:	Shintaro Okazaki, Luiz Miguel Renda dos Santos
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2012
Materias:	BRIC e-learning Gender technology acceptance model Social interaction Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/f410f7d6f16c4d10b7f87b046f0ee1fe
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spelling	oai:doaj.org-article:f410f7d6f16c4d10b7f87b046f0ee1fe2021-12-02T17:15:38ZUnderstanding e-learning adoption in Brazil: Major determinants and gender effects10.19173/irrodl.v13i4.12661492-3831https://doaj.org/article/f410f7d6f16c4d10b7f87b046f0ee1fe2012-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1266https://doaj.org/toc/1492-3831 The objective of this study is to examine factors influencing e-learning adoption and the moderating role of gender. This study extends the technology acceptance model (TAM) by adding attitude and social interaction. The new construct of social interaction is applied to the South American context. Gender effects on e-learning adoption from educators’ perspectives have seldom been explored. The data collection takes place in three major Brazilian universities. In total, 446 faculty members responded to the questionnaire. Our structural equation modeling reveals that ease of use and perceived usefulness are significant antecedents of attitude, which in turn affects intention. However, unlike the original TAM, perceived usefulness is not a direct driver of intention. In terms of moderation, gender affects three relationships: (1) ease of use –› perceived usefulness; (2) perceived usefulness –› attitude, and (3) intention –› actual behavior. The analysis is carried out in a single country; thus, caution should be taken in generalization of the results. The findings will help academics, educators, and policy makers to better understand the mechanism of e-learning adoption in Brazil. Shintaro OkazakiLuiz Miguel Renda dos SantosAthabasca University PressarticleBRICe-learningGendertechnology acceptance modelSocial interactionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 13, Iss 4 (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	BRIC e-learning Gender technology acceptance model Social interaction Special aspects of education LC8-6691
spellingShingle	BRIC e-learning Gender technology acceptance model Social interaction Special aspects of education LC8-6691 Shintaro Okazaki Luiz Miguel Renda dos Santos Understanding e-learning adoption in Brazil: Major determinants and gender effects
description	The objective of this study is to examine factors influencing e-learning adoption and the moderating role of gender. This study extends the technology acceptance model (TAM) by adding attitude and social interaction. The new construct of social interaction is applied to the South American context. Gender effects on e-learning adoption from educators’ perspectives have seldom been explored. The data collection takes place in three major Brazilian universities. In total, 446 faculty members responded to the questionnaire. Our structural equation modeling reveals that ease of use and perceived usefulness are significant antecedents of attitude, which in turn affects intention. However, unlike the original TAM, perceived usefulness is not a direct driver of intention. In terms of moderation, gender affects three relationships: (1) ease of use –› perceived usefulness; (2) perceived usefulness –› attitude, and (3) intention –› actual behavior. The analysis is carried out in a single country; thus, caution should be taken in generalization of the results. The findings will help academics, educators, and policy makers to better understand the mechanism of e-learning adoption in Brazil.
format	article
author	Shintaro Okazaki Luiz Miguel Renda dos Santos
author_facet	Shintaro Okazaki Luiz Miguel Renda dos Santos
author_sort	Shintaro Okazaki
title	Understanding e-learning adoption in Brazil: Major determinants and gender effects
title_short	Understanding e-learning adoption in Brazil: Major determinants and gender effects
title_full	Understanding e-learning adoption in Brazil: Major determinants and gender effects
title_fullStr	Understanding e-learning adoption in Brazil: Major determinants and gender effects
title_full_unstemmed	Understanding e-learning adoption in Brazil: Major determinants and gender effects
title_sort	understanding e-learning adoption in brazil: major determinants and gender effects
publisher	Athabasca University Press
publishDate	2012
url	https://doaj.org/article/f410f7d6f16c4d10b7f87b046f0ee1fe
work_keys_str_mv	AT shintarookazaki understandingelearningadoptioninbrazilmajordeterminantsandgendereffects AT luizmiguelrendadossantos understandingelearningadoptioninbrazilmajordeterminantsandgendereffects
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Understanding e-learning adoption in Brazil: Major determinants and gender effects

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